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Summary of Assessment

1. Assessment refers to measuring student progress towards learning goals through various methods, while evaluation determines the overall value or quality of something by comparing it to standards. 2. The main differences are that assessment is formative and aims to improve performance, while evaluation is summative and judges whether standards are met. Assessment focuses on process, while evaluation focuses on products. 3. There are various types of assessment including formative and summative, informal and formal, continuous and final, and process and product-focused assessments. Effective evaluation involves ongoing, collaborative processes using authentic and varied tools.

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Lia Sulistiawati
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344 views3 pages

Summary of Assessment

1. Assessment refers to measuring student progress towards learning goals through various methods, while evaluation determines the overall value or quality of something by comparing it to standards. 2. The main differences are that assessment is formative and aims to improve performance, while evaluation is summative and judges whether standards are met. Assessment focuses on process, while evaluation focuses on products. 3. There are various types of assessment including formative and summative, informal and formal, continuous and final, and process and product-focused assessments. Effective evaluation involves ongoing, collaborative processes using authentic and varied tools.

Uploaded by

Lia Sulistiawati
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Name : Lia Sulistiawati

Class : MBI-C 115

SUMMARY OF ASSESSMENT AND EVALUATION IN EDUCATION


I. The Definition of Assessment and Evaluation

according to Brown, (1990) assessment refers to a related series of measures used to


determine a complex attribute of an individual or group of individuals. This involves
gathering and interpreting information about student level of attainment of learning goals.
Assessment is a process that includes four basic components:
1) Measuring improvement over time.
2) Motivating students to study.
3) Evaluating the teaching methods.
4) Ranking the students' capabilities about the whole group evaluation.

Evaluation is determining the value of something. So, more specifically, in the field
of education, evaluation means measuring or observing the process to judge it or to
determine it for its value by comparing it to others or some kind of a standard (Weir &
Roberts, 1994). The focus of the evaluation is on grades. Teachers can and should
conduct internal evaluations to get information about their programs, to know who passes
and who fails so that they can make sound decisions about their practices.

II. The Differences of Assessment and Evaluation

The significant differences between assessment and evaluation are discussed in the points
given below summarized from (Weir & Roberts, 1994; Howard & Donaghue 2015;
(Kellaghan & Stufflebean 2003):

1. The process of collecting, reviewing, and using data, for improvement in the current
performance, is called assessment. A process of passing judgment, based on defined
criteria and evidence is called evaluation.
2. Assessment is diagnostic as it tends to identify areas of improvement. On the other
hand, evaluation is judgemental, because it aims at providing an overall grade.
3. The assessment provides feedback on performance and ways to enhance performance
in the future. As against this, evaluation ascertains whether the standards are met or not.
4. The purpose of assessment is formative, i.e. to increase quality whereas evaluation is
all about judging quality, therefore the purpose is summative
5. Assessment is concerned with process, while evaluation focuses on the product.
6. In an assessment, the feedback is based on observation and positive & negative
points. In contrast to evaluation, in which the feedback relies on the level of quality as per
set standard.
7. In an assessment, the relationship between assessor and assesses is reflective, i.e. the
criteria are defined internally. On the contrary, the evaluator and evaluate share a
prescriptive relationship, wherein the standards are imposed externally.
8. The criteria for assessment are set by both parties jointly. As opposed to evaluation,
wherein the criteria are set by the evaluator.

III. Types and Approaches to Assessment


1. Formative vs. Summative Assessment

Formative assessment is designed to assist the learning process, which can be used
to identify strengths and weaknesses and hence improve future performance.
summative assessment occurs at the end of an educational activity and is designed to
judge the learner’s overall performance, is used to communicate students’ abilities to
external stakeholders, e.g., administrators and employers.

2. Informal vs. Formal Assessment

Informal assessment is most often used to provide formative feedback. As such, it


tends to be less threatening and thus less stressful to the student. However, informal
feedback is prone to high subjectivity or bias.
Formal assessment occurs when students are aware that the task that they are doing
is for assessment purposes, e.g., a written examination

3. Continuous vs. Final Assessment

Continuous assessment provides both students and teachers with the information
needed to improve teaching and learning in the process.
The Final (or terminal) assessment is that which takes place only at the end of a
learning activity.

4. Process vs. Product Assessment


Process assessment focuses on the steps or procedures underlying a particular ability
or task.
Product assessment focuses on evaluating the result or outcome of a process.

5. Divergent vs. Convergent Assessment


Divergent assessments are those for which a range of answers or solutions might be
considered correct. Examples include essay tests.
A convergent assessment has only one correct response (per item).

IV. Principles of Evaluation


Here are some principles to consider for your classroom summarised from (Weir &
Roberts, 1994; Howard & Donaghue 2015; (Kellaghan & Stufflebean 2003):

 Effective evaluation is a continuous, ongoing process.


 A variety of evaluative tools is necessary to provide the most accurate assessment
of students' learning and progress.
 The evaluation must be a collaborative activity between teachers and students.
 Evaluation needs to be authentic. It must be based on the natural activities and
processes students do both in the classroom and their everyday lives.

V. Conclusion

Assessment and evaluation are related to both instructional objectives and classroom
learning activities and are indispensable elements in the learning process. They are useful
for gathering data/information needed into various interests. The data can be used to
decide on the content and methods of instruction, to make decisions about classrooms
climate, to help communicate what is important, and to assign grades.

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